Questioning in class is a means to achieve a certain teaching goal. In order to make students develop towards this goal and have a strong interest in solving problems, teachers should deliberate repeatedly and carefully design "good" questions in preparing lessons. Life-oriented problems not only concretize abstract mathematical problems, stimulate students' enthusiasm for solving problems, but also make them feel the life-oriented mathematics.
Second, we should grasp the "degree" and "quantity" in classroom questioning.
Teachers who are good at asking questions should design questions step by step from easy to difficult, so that students can deepen their understanding and gradually realize the transformation from knowledge to skills.
Third, classroom questioning should be oriented to all students, giving consideration to both excellent and poor students.
1, encouraging and convincing. The combination of point and surface can turn a lecture into a complete lecture. Underachievers should be encouraged to speak actively and express their ideas boldly, and should be praised if they do it right. They should not be allowed not to answer in order to catch up with the progress. They should insist on smiling and asking questions, give appropriate guidance, let students answer in a relaxed atmosphere, build confidence and improve their interest in learning.
2. Overall consideration has advantages and disadvantages. The difficulty of the problem is based on the middle-level students, which can arouse the enthusiasm of the whole class. Can't be limited to a few top students. Teachers should design different levels of problems from simple to complex and from easy to difficult according to their own learning situation.